Eu e o outro : experiências de coformação entre estagiária e professora

Abstract

This research stems from the experience lived in the Extracurricular Supervised Practice developed by a college student of the Licentiate Course in Pedagogy of the Federal University of Mato Grosso – UFMT, in the years 2017 and 2018 in the private school system in the City of Rondonópolis-MT. The Course presents the modality of Remunerated Supervised Practice which was experienced by the intern in a classroom of a teacher of Early Childhood Education. In this process of teacher education and Remunerated Supervised Practice, the licentiate student participated in the studies and education of the Collaborative Group OBEDUC, which provided her with more emphasis, reflections and discussions in the daily routine of the supervised practice. This fact stimulated the motivation of the teacher to also participate and her request was accepted by the coordination of the OBEDUC. From then on, there were shared learnings, practices which yielded deeper discussions and results confirming that the intern and the teacher learned in a common way the contents of the education, being now strengthened by the theorists studied by the college student joined to the practices of the teacher. For the first time in the Department of Education, a research of such nature is developed, because such fact happened in process. Therefore, in the research the aim was at investigating the pathways traced by the intern and the teacher in the construction of identity and professional development, having as base the studies, the discussions and the education shared in the Collaborative Project OBEDUC which revealed the co-education. The research is substantiated by the qualitative approach, focused on self-narratives, as the instruments of data gathering from the collaborators regarding the meetings, to broach the experiences of shared professional teaching education. The results reveal that there was contribution from the Collaborative Group OBEDUC, for the strengthening and development of the school teacher and the intern after sharing their studies and these consisting in reflections and practices in the school life, signalizing new ways of moving, in the processes of teaching and learning so far proposed.